Churchfields Junior School’s History Aims are derived from the aims of the National Curriculum for History and every history lesson taught at the school is mapped onto one of these key aims, to ensure that every aspect of this fascinating subject is given appropriate attention through every pupils’ journey through history from the beginning of year 3 to the end of year 6.
History Curriculum
History Aims
Ask historically valid questions, use sources, weigh evidence and appraise arguments.
Establish coherent and chronological narratives of UK and other civilisations’ histories.
Use abstract historical terms and concepts.
Explain historical connections, contrasts and trends.
Organise historical information and apply historical knowledge.
Substantive Knowledge
Historical enquiry at Churchfields Junior School is underpinned by strong substantive knowledge of chronology, events and individuals. This knowledge is cultivated using high-quality information texts containing a range of sources for pupils to explore during direct instruction, discussion and quizzing, and guided and independent practise.
Substantive knowledge is practised and reinforced through weekly (lesson starter quiz), termly (Test Your Skills) and yearly review (revision) and study of a variety of civilisations in chronological order builds pupils’ sense of timelines which overlap, intersect and run concurrently.
As they move through the school, pupils also build increasingly sophisticated schema around explicitly taught Historical Concepts such as civilisation and monarchy, with definitions adapted to provide greater challenge and deeper understanding in each subsequent year group.
Disciplinary Knowledge
Pupils’ knowledge of how historians undertake historical enquiries is developed through History Skills embedded in lesson learning objectives and independent practise tasks, which challenge children to utilise their substantive knowledge to make comparisons and historical judgements about continuity and change, cause and consequence and similarity and difference.
History Skills
Cause and Consequence
Continuity and Change
Historical Interpretation
Historical Significance
Similarity and Difference
Sources and Evidence
Year 3
Week 1
Outcome
- Local History: To investigate key periods in the history of the school
Revision
- To state what ‘history’ is
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- Victorian
- Founded
- Education
- Century
- Compare
Week 2
Outcome
- Local History: To create a timeline of Churchfields School from 1874 to the present
Revision
- To recall primary and secondary sources
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- Victorian
- Founded
- Education
- Century
- Compare
Week 3
Outcome
- To place the Stone, Bronze and Iron ages in Britain on a timeline
Revision
- Introduce concepts of A.D./C.E. and B.C./B.C.E.
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Past
- Present
- Timeline
- Chronological
- Period
Week 4
Outcome
- To explain what prehistory is and how we know about it
Revision
- Recap concepts of A.D./C.E. and B.C./B.C.E.
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- Prehistory
- Source
- Evidence
- Archaeology
- Archaeologist
Week 5
Outcome
- To discuss the sources that provide information about the Stone Age
Revision
- To identify primary and secondary sources
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Society
Skill
- Historical significance
Vocabulary
- Primary
- Secondary
- Source
- Evidence
- Artefact
Week 6
Outcome
- To explain what a hunter-gatherer is
Revision
- To recall when the Palaeolithic period was
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Sources and evidence
Vocabulary
- Palaeolithic
- Mesolithic
- Tribe
- Nomadic
- Shelter
Week 7
Outcome
- To describe how Cheddar man might have lived
Revision
- To recall when the Mesolithic period was
Aim
- Use abstract historical terms and concepts
Concept
- Society
Skill
- Sources and evidence
Vocabulary
- Mesolithic
- Diet
- Cave
- Settle
Week 1
Outcome
- To illustrate the significance of Skara Brae
Revision
- To recall when the Neolithic period was
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Society
Skill
- Historical significance
Vocabulary
- Settlement
- Neolithic
- Hearth
- Preserved
- Whalebone
- Expose
Week 2
Outcome
- To describe how life changed when humans began to farm
Revision
- Recall what is meant by the term hunter-gatherer
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Innovation
Skill
- Continuity and change
Vocabulary
- Climate change
- Agriculture
- Fertile
- Neolithic
Week 3
Outcome
- To assess the significance of Stonehenge
Revision
- To recognise the Cenotaph as a monument and recall its purpose
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Monument
- Religion
- Burial
- Calendar
- Healing
Week 4
Outcome
- To write a history essay: Were Neolithic people ‘simply’ hunter gatherers?
Revision
- To locate the Palaeolithic, Mesolithic and Neolithic periods on a timeline
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Cave art
- Palaeolithic
- Mesolithic
- Tribe
- Nomadic
- Shelter
Week 5
Outcome
- To write a History essay: Were Neolithic people ‘simply’ hunter gatherers?
Revision
- To discuss the sources that provide information about the Stone Age
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Cave art
- Palaeolithic
- Mesolithic
- Tribe
- Nomadic
- Shelter
Week 6
Outcome
- To assess knowledge and understanding of the Stone Age
Revision
- To address misconceptions from the assessment
Week 7
Outcome
- Ragged School Museum visit
Week 1
Outcome
- Local History: To compare Churchfields in the 19th and 21st centuries
Revision
- To recall when the Victorian era was and why it is named ‘Victorian’
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Similarity and difference
Vocabulary
- Victorian
- Founded
- Education
- Century
- Compare
Week 2
Outcome
- To recognise why bronze replaced stone and the changes it brought to society
Revision
- To place the Bronze Age in Britain on a timeline
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Cause and consequence
Vocabulary
- Alloy
- Durable
- Sharp
- Plough
- Weapons
- Utensils
- Jewellery
- Bronze
- Versatile
- Technology
Week 3
Outcome
- To justify whether there were ‘Beaker People’ or only ‘Beaker Culture’
Revision
- To describe the difference between a primary source and a secondary source
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Invasion
Skill
- Historical interpretation
Vocabulary
- Invention
- Migration
- Mine
- Casting
- Culture
- Invasion
- Immigration
- People
Week 4
Outcome
- To investigate why the smelting of iron was an important development
Revision
- To know WW1 technology using metals e.g. barbed wire, shells, bullets, tanks
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Continuity and change
Vocabulary
- Agriculture
- Invention
- Smelting
- Sickle
- Plough
- Iron
- Goods
- Furnaces
- Produce
Week 5
Outcome
- To compare interpretations of why hill forts were built
Revision
- To recall the possible purposes of Stoneheng
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Defence
- Ceremonial
- Tribes
- Settlements
- Forts
Week 6
Outcome
- To establish change and continuity in homes from the Palaeolithic to Iron Age
Revision
- 1666 Great Fire of London, started in Pudding Lane, spread in densely housed area, wood and thatch materials, diarised by Samuel Pepys
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Continuity and change
Vocabulary
- Hearth
- Wattle
- Daub
- Thatch
- Clan
Week 1
Outcome
- To explain who the Celts were
Revision
- To recall when humans first arrived in Britain
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Empire
Skill
- Historical interpretation
Vocabulary
- Tribes
- Culture
- Society
- Religion
- Reliable
Week 2
Outcome
- Test Your Skills: Bronze and Iron Ages
Revision
- To review misconceptions from the assessment
Week 3
Outcome
- To locate the Old, Middle and New kingdoms of ancient Egypt on a timeline alongside history in Britain
Revision
- To locate the Stone, Iron and Bronze Ages on a timeline
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Pharaoh
- Age
- Period
- Era
- B.C.E
Week 4
Outcome
- To explain the significance of the River Nile
Revision
- To list the things that changed in Britain when humans learned to farm
Aim
- Organise historical information and apply historical knowledge
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Travel
- Trade
- Fertile
- Irrigated crops
- Papyrus
- Agriculture
Week 5
Outcome
- To explain the significance of Gods and Goddesses in ancient Egypt
Revision
- To describe what the Celts believed
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Historical interpretation
Vocabulary
- Ra
- Anubis
- Horus
- Culture
- Beliefs
Week 1
Outcome
- To recall the key features of temples in ancient Egypt
Revision
- To list the features of Stonehenge
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Obelisk
- Pylon
- Ritual
- Sanctuary
- Hypostyle hall
Week 2
Outcome
- To describe the role of the Pharaoh and examine some key Pharoahs in chronological order
Revision
- To know Mahatma Gandhi 1869 1948; fought for rights of Indians in South Africa; returned to India to campaign for Indian independence from Britain; nonviolent protest
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Continuity and change
Vocabulary
- Pharaoh
- Peasant
- Trade
- Barter
- Farmers
- Craftsmen
Week 3
Outcome
- To compare daily life for the Pharaoh with daily life for most ancient Egyptians
Revision
- To know Emmeline Pankhurst, mother of Sylvia Pankhurst (Woodford resident); suffragette movement for women’s rights in Britain; 1918 first voting rights for women in UK; 1928 equal voting right
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Similarity and difference
Vocabulary
- Pharaoh
- Peasant
- Trade
- Barter
- Farmers
- Craftsmen
Week 4
Outcome
- To investigate life for women and children in ancient Egypt
Revision
- To know the significance of Skara Brae
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Historical significance
Vocabulary
- Gender
- Roles
- Household
- Family
- Business
Week 5
Outcome
- To explain ancient Egyptian beliefs about mummification
Revision
- Possible purposes of hill forts
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Sources and evidence
Vocabulary
- Sarcophagus
- Afterlife
- Religion
- Glacier
Week 6
Outcome
- To discuss how and why the pyramids were built
Revision
- To explain the importance of Stonehenge
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Innovation
Skill
- Change and continuity
Vocabulary
- Preserve
- Afterlife
- Mummified
- Interpretation
- Myth
Week 7
Outcome
- To examine the discovery of Tutankhamun’s tomb
Revision
- To know Queen Elizabeth 1 became Queen 1558, daughter of Henry VIII, defeated Spanish Armada (invasion) 1588, left no heir
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Discovery
- Tomb
- Monument
- Significance
- Catalogue
Week 1
Outcome
- To explain the importance of trade in Ancient Egypt
Revision
- To explain the importance of Stonehenge
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Discovery
- Tomb
- Monument
- Significance
- Catalogue
Week 2
Outcome
- To interpret hieroglyphics and recognize the significance of the Rosetta Stone
Revision
- To recall the different objects made by Beaker people
Aim
- Use abstract historical terms and concepts
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Papyrus
- Cedarwood
- Import
- Export
- Wealth
Week 3
Outcome
- To discuss whether Egyptian artefacts in the British Museum should go back to Egypt
Revision
- To explain what prehistory is and how we know about it
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Hieroglyphs
- Ankh
- Translation
- Ancient
- Stylus
- Oracle
- Language
Week 4
Outcome
- To give examples of technological innovation in ancient Egypt
Revision
- To recall arguments about beaker people vs. beaker culture
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Empire
Skill
- Cause and consequence
Vocabulary
- Rosetta Stone
- Moral
- Argument
- Artefact
- Debate
Week 5
Outcome
- To evaluate how the Ancient Egyptian civilisation ended
Revision
- To recall why the smelting of iron was a significant development
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Pyramid
- Architect
- Invention
- Irrigation
- Technology
Week 6
Outcome
- To evaluate how the Ancient Egyptian civilisation ended
Revision
- To evaluate the strength and wealth of Britain when Roman invasions began
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Empire
Skill
- Cause and consequence
Vocabulary
- Cleopatra
- Defeated
- Roman Empire
- Mark Antony
- Civilisation
Week 7
Outcome
- Test your skills: Ancient Egypt
Revision
- To address misconceptions from the assessment
Stone, Bronze and Iron Ages
In order to ensure the development of a chronologically secure knowledge, Year 3 starts with an investigation into the Stone, Bronze and Iron Ages.
A combination of overview and depth studies combines to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
With this in mind, each topic in each year group is started with an overarching timeline that draws on their knowledge of when other topics happened (for Year 3 it draws upon their understanding of ‘time’ they worked on in KS1), as well as getting them to realise that history isn’t just one thing after another, but rather a much more complicated series of overlapping and connected narratives.
In depth studies within the topic were chosen from a consideration of what I thought were best suited to allowing children to naturally find and develop their own understanding of patterns. For example the Stone Age to the Iron Age learning objectives cover the themes of challenges of their time, history of the UK, ancient civilisations, technology, houses and home and impact on a modern society. Vocabulary it will utilize and cement includes: society, ruler, tribe, defeat, exploration, civilisation, community, source, archaeologist, navigation.
Year 3 also get a chance to explore the following themes through the lens of the Ancient Egyptians: inspire curiosity, world influences, empires, non-European civilisations, military, and technology, impact on modern society and so on.
Historical Concepts
Civilisation
Organised grouping of people who share enough ideas and ways of living to live together peacefully.
Society
People living together in an organised way, making decisions about how to do things, and sharing the work that needs to be done.
Invasion
A group using violence to take control of the land or lives of another group.
Empire
Many people in separate or different places controlled by the government or ruler of only one of those places.
Monarchy
Having a King or Queen as the Head of State.
Innovation
Start using new things or new ways of doing things.
Textbooks
Stone Age, Iron Age and Bronze Age (September—February)
Ancient Egypt (March—July)
Year 4
Week 1
Outcome
- To place Ancient Greece on a timeline
Revision
- To recap concepts of A.D./C.E. and B.C./B.C.E.
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Mediterranean
- Mycenaeans
- Culture
- Achievements
- Discovery
Week 2
Outcome
- To describe the importance of ancient Greece and Herodotus
Revision
- To locate the Stone, Iron and Bronze ages on a timeline
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- History
- Origin
- Classical
- Eyewitness
Week 3
Outcome
- To express the role of myths in ancient Greek culture
Revision
- To recall names of some Egyptian gods/goddesses
Aim
- Organise historical information and apply historical knowledge
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Religion
- Myth
- Oracle
- Legend
- Temple
- Mount Olympus
- Civilisation
- Polytheism
Week 4
Outcome
- To explain what a city-state is and its key features
Revision
- To illustrate the significance of Skara Brae
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Historical significance
Vocabulary
- Polis
- Acropolis
- Agora
- Athens
Week 5
Outcome
- To compare Athens and Sparta
Revision
- Key features of daily life for ancient Egyptians
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Similarity and difference
Vocabulary
- Democracy
- City-state
- Oligarchy
- Rights
- Honour
Week 6
Outcome
- To explain how democracy worked in ancient Athens
Revision
- To recall the diagram of the hierarchical ruling system of the Ancient Egyptians
Aim
- Use abstract historical terms and concepts
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Citizen
- Slave
- Government
- Direct
- Representative
- Participate
- Ekklesia
- Pnyx
- Ostracism
- Peloponnesian wars
Week 7
Outcome
- Test your skills: Ancient Greece 1
Revision
- To address misconceptions from the assessment
Week 1
Outcome
- To compare the ancient and modern Olympic Games
Revision
- To compare Ancient with Modern Egypt
Aim
- Use abstract historical terms and concepts
Concept
- Invasion
Skill
- Similarity and difference
Vocabulary
- Athlete
- Individual
- Olive
- Pentathlon
- Olympia
- Inclusive
Week 2
Outcome
- To state why historians consider Alexander ‘Great’
Revision
- To examine the discovery of Tutankhamun’s tomb
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Conquer
- Empire
- Emperor
- King
- Disintegrate
- Legacy
- Hellenistic period
Week 3
Outcome
- To inspect the arts, literature and architecture in Ancient Greece
Revision
- Were Neolithic humans ‘simply’ hunter gatherers?
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Theatre
- Poetry
- Tapestry
- Pottery
- Neo-classical
- Architecture
Week 4
Outcome
- To define what philosophy meant in ancient Greece
Revision
- To examine how inventive were the Ancient Egyptians
Aim
- Use abstract historical terms and concepts
Concept
- Innovation
Skill
- Historical interpretation
Vocabulary
- Philosophy
- Socratic method
- Science
- Socrates
- Plato
- Aristotle
Week 5
Outcome
- To examine Ancient Greek ideas on medicine
Revision
- To recap how the Ancient Egyptians played their own board games
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Thales
- Archimedes
- Pythagoras
- Geometry
- Innovation
- Technology
Week 6
Outcome
- To examine Ancient Greek ideas on medicine
Revision
- To order the process of mummification
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Hippocrates
- Asclepion
- Humours
- Symptom
Week 7
Outcome
- Test Your Skills: Ancient Greece 2
Revision
- To address misconceptions from the assessment
Week 1
Outcome
- To identify key ancient Greek ideas which are still relevant today
Revision
- Inventiveness of ancient Egyptians
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Language
- Architecture
- Government
- Wealth
- Technology
- Engineering
Week 2
Outcome
- Essay: ‘Democracy was the greatest invention of ancient Greece.’ To what extent do you agree?
Revision
- To recall the legacy of ancient Egypt
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Philosophy
- Politics
- Citizen
- City-state
- Culture
- Science
- Technology
Week 3
Outcome
- Essay: ‘Democracy was the greatest invention of ancient Greece.’ To what extent do you agree?
Revision
- To recall the legacy of ancient Egypt
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Philosophy
- Politics
- Citizen
- City-state
- Culture
- Science
- Technology
Week 4
Outcome
- Essay: ‘Democracy was the greatest invention of ancient Greece.’ To what extent do you agree?
Revision
- To recall the legacy of ancient Egypt
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Philosophy
- Politics
- Citizen
- City-state
- Culture
- Science
- Technology
Week 5
Outcome
- Local History: To describe key changes in the local area during the life of the school
Revision
Compare Churchfields in 19th and 21st centuries
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Sources and evidence
Vocabulary
- Continuity
- Change
- Development
- Demolish
- Population
Week 6
Outcome
- Local History: To describe Roman Londinium
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- Diverse
- Settlement
- Archaeologist
- DNA
- Heritage
Week 1
Outcome
- British Museum Greek Life Trip
Week 2
Outcome
- To place the Romans on a timeline and discuss the founding of Rome
Revision
- To locate the Stone to Iron Age on a timeline
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Vocabulary
- Legend
- Civilisation
- Romulus
- Remus
- Tiber
- Palatine
Week 3
Outcome
- To give an account of Rome’s early history, up to the invasion of Britain
Revision
- To locate ancient Greece, Egypt on a timeline
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Empire
Skill
- Historical significance
Vocabulary
- Invasion
- Conquer
- Empire
- Caesar
- Emperor
- Republic
Week 4
Outcome
- To describe what Celtic Britain was like before the Romans arrived
Revision
- To describe who the Celts were
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical interpretation
Vocabulary
- Tribal
- Barbarians
- Kingdom
- Bias
- Gaul
Week 5
Outcome
- To evaluate Julius Caesar’s invasions of Britain
Revision
- To recall the different objects made by Beaker people
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Historical interpretation
Vocabulary
- Conquer
- Legion
- Ally
- Hostage
- Plunder
- Wealth
- Trade
Week 1
Outcome
- To judge how easy the conquest of Britain was
Revision
- To recall arguments about beaker people vs. beaker culture
Aim
- Use abstract historical terms and concepts
Concept
- Invasion
Skill
- Historical interpretation
Vocabulary
- Rebellion
- Power
- Political
- Myth
Week 2
Outcome
- To examine the significance of Boudicca
Revision
- To demonstrate what Cheddar Man tells us about the Mesolithic period
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Historical significance
Vocabulary
- Revolt
- Iceni
- Torture
- Caractacus
- Subjugation
- Legend
- Colchester
Week 3
Outcome
- To examine why the Romans built Hadrian’s wall
Revision
- To know why the pyramids were built
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Cause and consequence
Vocabulary
- Legion
- Territory
- Security
- Fort
- Turret
- Border
- Celts
- Picts
- Barbarian
- Aqueducts
- Frontier
- Semaphore
Week 4
Outcome
- To discern the features of a Roman town
Revision
- To list possible reasons why hill forts were built in the Iron Age
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Historical significance
Vocabulary
- Basilica
- Amphitheatre
- Forum
- Temple
- Baths
Week 5
Outcome
- Test Your Skills: Roman Britain 1
Revision
- To address misconceptions from the assessment
Week 6
Outcome
- To compare Celt and Roman homes and living
Revision
- To be able to explain key ways daily life changed from Stone to Iron Age
Aim
- Explain historical connections, contrasts and trends
Concept
- Society
Skill
- Similarity and difference
Vocabulary
- Domus
- Insula
- Villa
- Wattle and daub
- Roundhouse
Week 7
Outcome
- To assess continuity and change in Roman and Celtic religion in Britain
Revision
- To recap what the Celts believed
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Continuity and change
Vocabulary
- Religion
- Culture
- Christianity
- Missionary
- Prophecies
- Worship
- Development
- Mithras
Week 1
Outcome
- To recognise what life was like for women in Roman Britain
Revision
- Life for women and girls in Athens and Sparta
Aim
- Ask historically valid questions use sources weigh evidence and appraise arguments
Concept
- Society
Skill
- Similarity and difference
Vocabulary
- Britain
- Culture
- Compare
- Wealthy
- Seamstress
- Archaeologists
- Routine
Week 2
Outcome
- To examine technology introduced to Britain by the Romans
Revision
- To recall inventions of the ancient Egyptians
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Hypocaust
- Aqueduct
- Transport
- Sanitation
- Survey
Week 3
Outcome
- To analyse the causes of the end of Roman Britain
Revision
- To judge why Ancient Egypt ended
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Cause and consequence
Vocabulary
- Currency
- Technology
- Christianity
- Culture
- Urban
- United
- Tribal
- Religion
Week 4
Outcome
- To question how we know about the Romans in Britain and compare Bede and Tacitus
Revision
- To discuss the sources that provide information about the Stone Age
Aim
- Ask historically valid questions use sources weigh evidence and appraise arguments
Concept
- Empire
Skill
- Change and continuity
Vocabulary
- Town
- Countryside
- Society
- Theatre
- Trade
- Marble
- Forum
- Aqueducts
- Basilica
- Villas
- Estates
Week 5
Outcome
- To compare the legacies of Roman Britain and ancient Egypt
Revision
- To recall key ancient Greek scientific discoveries
Aim
- Explain historical connections contrasts and trends
Concept
- Empire
Skill
- Similarity and difference
Vocabulary
- Legacy
- Language
- Technology
- Society
- Advancements
- Medicine
- Technology
Week 6
Outcome
- Test Your Skills: Roman Britain 2
Revision
- To discuss misconceptions
Week 7
Outcome
- To examine Ancient Roman ideas on medicine
Revision
- To discuss the earliest medicines
Aim
- Explain historical connections contrasts and trends
Concept
- Innovation
Skill
- Historical significance
Vocabulary
- Celsius
- Cupping
- Galen
- Humours
- Surgical
- Scalpel
- Aqueduct
- Dissection
- Influence
- Hygiene
Ancient Greece and Ancient Romans
Continuing chronologically, Year 4 looks at the Ancient Greek followed by the Ancient Romans. As with all topics in each year group, the topic begins with revisiting a timeline that refreshes their knowledge and gives them an accurate idea of when these events and ideas took place.
Ancient Greece is a big topic for considering an ‘impact on the modern world’, with a closer look at the beginning of democracy, key figures such as Pythagoras Aristotle, as well other ancient Greek inventions (and the Olympic games).
Children also look at what life was like for children and women, as well as other broader ideas like religion, trade, military, politics and architecture.
Historical Concepts
Civilisation
A state of human society that is very developed and organised where people act in a civilised manner.
Society
People living together in a community who benefit from each other’s skills and work.
Invasion
An instance of one group violently forcing itself into the country or region of others.
Empire
A large territory or group of territories under the control of one government or ruler.
Monarchy
A form of government in which the monarch is the head of state for life.
Innovation
An idea or way of doing things that is newly introduced.
Textbooks
Ancient Greece (September—February)
Roman Britain (March—July)
Year 5
Week 1
Outcome
- To create a national and international timeline of the stone age to the Roman Empire
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Revision
- To place the Stone, Bronze and Iron ages in Britain on a timeline
Vocabulary
- Chronology
- Era
- AD, BC, CE, BCE
- Palaeolithic
- Mesolithic
- Neolithic
- Celt
- Ancient
Week 2
Outcome
- To analyse why the Anglo-Saxons came to Britain
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Cause and consequence
Revision
- To explain why the Romans invaded Britain
Vocabulary
- Migration
- Collapse
- Factors
- Emperor
- Invaders
- Vortigern
- Legend
Week 3
Outcome
- To assess whether the Anglo-Saxons were invaders or settlers
Aim
- Use abstract historical terms and concepts
Concept
- Invasion
Skill
- Historical interpretation
Revision
- Britain’s wealth and power before the Romans arrived
Vocabulary
- Bretwalda
- Thegns
- Fyrd
- Weregild
- Succession
- Evidence
- Raiders
- Monasteries
Week 4
Outcome
- To explain the organisation of kingdoms and how the Anglo-Saxons ruled in England
Aim
- Use abstract historical terms and concepts
Concept
- Monarchy
Skill
- Similarity and difference
Revision
- To create a diagram of the hierarchical ruling system of the Ancient Egyptians
Vocabulary
- Bretwalda
- Thegns
- Fyrd
- Weregild
- Succession
- Evidence
- Raiders
- Monasteries
Week 5
Outcome
- To describe daily life and housing for a typical Anglo-Saxon family
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Society
Skill
- Change and continuity
Revision
- To compare life in a Roman town to Roman countryside
Vocabulary
- Intricate
- Remedies
- Wattle and daub
- Plough
- Thatch
- Social hierarchy
- Judgement
- Prosperity
- Mead
Week 6
Outcome
- To discuss the life of a woman in Anglo-Saxon times
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Similarity and difference
Revision
- To recognise what life was like for women in Roman Britain
Vocabulary
- Equality
- Sources
- Education
- Weaving
- Supervise
- Uniformity
- Comparison
- Hilda of Whitby
Week 7
Outcome
- Test Your Skills: Anglo-Saxons 1
Revision
- To address misconceptions from the assessment
Week 1
Outcome
- To assess the influence of religion in Anglo-Saxon culture
Aim
- Organise historical information and apply historical knowledge
Concept
- Civilisation
Skill
- Historical interpretation
Revision
- To express the role of myths in Ancient Greek culture
Vocabulary
- Pagans
- Despised
- Christianity
- Woden
- Ancestors
- Biased
- Tradition
- Illumination
Week 2
Outcome
- To examine the rise of Christianity in Anglo-Saxon Britain
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Sources and evidence
Revision
- To recall famous poets and lyric poets from ancient Greece
Vocabulary
- Learning
- Monk
- Christianity
- Literature
Week 3
Outcome
- To demonstrate the importance of the monasteries in Anglo-Saxon Britain
Revision
- To know when and sequence of events of Boudicca’s rebellion
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Sources and evidence
Vocabulary
- Legend
- Kingdoms
- Hill fort
- Britons
- Archaeologist
- Sources
Week 4
Outcome
- To compare popular depictions of King Arthur with historical evidence
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Sources and evidence
Revision
- To examine the discovery of Tutankhamun’s tomb
Vocabulary
- Kingdoms
- Christianity
- East Anglia
- Burial
Week 5
Outcome
- To analyse evidence and historians’ views of the Sutton Hoo burial
Aim
- Use abstract historical terms and concepts
Concept
- Monarchy
Skill
- Historical significance
Revision
- To examine why historians consider Alexander ‘Great’
Vocabulary
- Pious
- Centralised
- Wessex
- Humility
- Eddington
- Legal
- Danelaw
- Education
Week 6
Outcome
- To examine why historians consider Alfred ‘Great’
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Invasion
Skill
- Cause and consequence
Revision
- To explain why Hadrian’s wall was built
Vocabulary
- Dalriada
- Orkney
- Hebrides
- Scotti
Week 7
Outcome
- To recall how the Scots and Picts unified Scotland
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Sources and evidence
Revision
- To recall famous poets and lyric poets from ancient Greece
Vocabulary
- Learning
- Monk
- Christianity
- Literature
Week 1
Outcome
- To illustrate how England became one kingdom
Revision
- To explain the key ways the Romans changed Britain
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Monarchy
Skill
- Cause and consequence
Vocabulary
- Anointed
- Bretwalda
- Danelaw
- Kingdom
- Merciful
- Threatened
- Athelstan
Week 2
Outcome
- To assess the decline of Anglo-Saxon power
Revision
- To know the reasons the Romans left Britain
Aim
- Explain historical connections, contrasts and trends
Concept
- Invasion
Skill
- Cause and consequence
Vocabulary
- Massacre
- Raid
- Danelaw
- Dangeld
- Scandinavia
Week 3
Outcome
- To explain why the term Dark Age is unfair
Revision
- To know examples of sources that tell us about the Stone Age
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Civilisation
Skill
- Sources and evidence
Vocabulary
- Petrarch
- Renaissance
- Literature
- Christian
- Medieval
Week 4
Outcome
- Test Your Skills: Anglo Saxons 2
Revision
- To address misconceptions from the assessment
Week 5
Outcome
- Local History: To examine historical records of Woodford’s existence
Revision
- What happened at the Battle of Hastings
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Sources and evidence
Vocabulary
- Normans
- Commissioner
- Survey
- Nobility
- Value
- Ownership
- Domesday
Week 6
Outcome
- Local History: To demonstrate changes over time using maps
Revision
- To place classical ancient Greece on a timeline (Year 4)
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Continuity and change
Vocabulary
- Cartography
- Aerial
- Ptolemy
- Anaximander
- Gutenburg
- Ordnance
- Navigation
Week 1
Outcome
- To place the Islamic Golden Age on a timeline alongside British history
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Revision
- To place classical ancient Greece on a timeline
Vocabulary
- Chronology
- Anglo-Saxons
- Concurrent
- Mecca
- Muhammad
Week 2
Outcome
- To sequence the main events of the Prophet’s life
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Historical significance
Revision
- To place Roman Britain on a timeline
Vocabulary
- Mecca
- Muhammad
- Arabic Peninsula
- Hajj
- Hadith
Week 3
Outcome
- To examine the spread of the Islamic Empire
Aim
- Organise historical information and apply historical knowledge
Concept
- Empire
Skill
- Cause and consequence
Revision
- To recall facts about Alexander’s empire
Vocabulary
- Caliphate
- Rashidun
- Ummayad
- Abbasid
- Invasion
- Conquest
- Dynasty
- Succession
- Hostility
- Provinces
- Dinar
- Sultan
Week 4
Outcome
- To justify the location and construction features of Baghdad
Aim
- Organise historical information and apply historical knowledge
Concept
- Monarchy
Skill
- Historical interpretation
Revision
- To recall what a city-state is
Vocabulary
- Astrologers
- Tigris
- Construction
- Squalid
- Scholars
- Euphrates
- Trade
- Allies
- Symbolise
- Suburbs
Week 5
Outcome
- To compare ancient Baghdad to Londinium
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Similarity and difference
Revision
- To describe what daily life was like for Ancient Athenians
Vocabulary
- Squalid
- Magnificent
- Markets
- Primitive
- Civilised
- House of Wisdom
- Ceramics
- Fortifications
Week 1
Outcome
- To evaluate the impact of irrigation on trade and daily life in Baghdad
Aim
- Use abstract historical terms and concepts
Concept
- Innovation
Skill
- Continuity and change
Revision
- To know the importance of the Nile in Ancient Egypt
Vocabulary
- Fertile
- Organisation
- Crop
Week 2
Outcome
- To compare everyday life for men and women, girls and boys, rich and poor in ancient Baghdad
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Society
Skill
- Similarity and difference
Revision
- To understand the role of women in ancient Egypt
Vocabulary
- Maktab
- Madrasa
- Spinning
- Weaving
- Comparison
- Judgements
- Embroidery
- Education
- Scholars
Week 3
Outcome
- To assess knowledge and understanding of Golden Age of Islam
Revision
- To address misconceptions from the assessment
Week 4
Outcome
- To justify the importance of learning in Islamic civilisation
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Historical interpretation
Revision
- Recap who Socrates and Plato were
Vocabulary
- Arabesque
- Calligraphy
- Ceramics
- Manuscripts
- Tessellation
- Geometric
Week 5
Outcome
- To summarise the discoveries of Islamic astronomers
Aim
- Use abstract historical terms and concepts
Concept
- Innovation
Skill
- Historical significance
Revision
- Recap who Pythagoras and Aristotle were
Vocabulary
- Literary
- Astrology
- Ingenious
- Observatory
- Algebra
- Al-Khwarizmi
- Numerical
- House of Wisdom
- Inventions
- Scholars
Week 6
Outcome
- To argue that the Islamic Empire was the world’s first welfare state
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Historical interpretation
Revision
- When Athenian democracy begun and key features
Vocabulary
- Welfare state
- Comparisons
- Justifications
- Tolerance
- Diwans
- Al-Zahrawi
- Circumference
- Ibn al-Haytham
- Al-Jazari
Week 7
Outcome
- To discuss the developments in medicine in the Arab world
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Continuity and change
Revision
- Recap Hippocrates’ ideas about medical treatments
Vocabulary
- Maimonides
- Diagnoses
- Descriptions
- Dispensing
- Rhazes
- Smallpox
- Experimenter
- Sources
- Symptoms
Week 1
Outcome
- To explain technological developments in the Golden Age of Islam
Aim
- Organise historical information and apply historical knowledge
Concept
- Innovation
Skill
- Historical significance
Revision
- Recap inventions/discoveries of Thales of Miletus and Archimedes
Week 2
Outcome
- To analyse the significance of Cordoba
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Historical significance
Revision
- To argue why the pyramids were built
Vocabulary
- Umayad
- Al-Hakan
- Abbasids
- Overthrown
- Al-Andalus
- Al-Walid
- Abd-Al Rahman
- Reconquista
Week 3
Outcome
- To explain how the Islamic Empire influenced Europe
Aim
- Use abstract historical terms and concepts
Concept
- Empire
Skill
- Historical interpretation
Revision
- Legacy of ancient Egypt
Vocabulary
- Pilgrimage
- Enlightening
- Migration
- Civilisation
- Gerbert of Aurillac
- Translations
- Tolerance
- Acceptance
- Crusades
- Looting
Week 4
Outcome
- Essay: During its Golden Age, the Islamic Empire was a beacon of development and progress. To what extent do you agree?
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Historical interpretation
Week 4
Outcome
- Essay: During its Golden Age, the Islamic Empire was a beacon of development and progress. To what extent do you agree?
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
Historical interpretation
Week 5
Outcome
- To examine the reasons for the decline of the Islamic empire
Aim
- Explain historical connections, contrasts and trends
Concept
- Invasion
Skill
- Historical interpretation
Revision
- To judge why the Roman Empire ended
Vocabulary
- Mongols
- Al-Mansur
- Declining
- Abbasid
- Civil war
- Hulagu
- Destruction
- Withered
- Crusades
- Al-Mutawakkil
- Population
- Reconquista
Week 6
Outcome
- Test your skills: Golden Age of Islam 2
Revision
- To address misconceptions from the assessment
Anglo-Saxons
Year 5 starts where the Romans left off with Anglo-Saxons, where children are initially encouraged to consider more ‘why’ questions and other examples such as what continued and what stayed the same. Life of a woman and law and order are also looked at to allow children to draw more comparisons across topics with what they have previously studied.
Religion and culture are heavily addressed in this topic, as well as more in depth and involved usage of key historical ideas like ‘archaeology’, Leading them to draw conclusions and use relevant historical information when assessing trade in Anglo-Saxon time as well as other factors like religious belief. Similarly to Year 4, the greatness of a figure such as Alfred is pulled into question, as well as more detailed evaluations of key sources of history such as the Anglo-Saxon chronicle.
The topic ends with an essay that pulls together their knowledge and skills into a piece that highlights their understanding (‘Is it fair to call it the dark ages?’). During this essay writing, children look back on the essay they did in year 3 (express whether humans were ‘simple hunter gatherers). This use of past lessons as revision at the beginning of each lesson has been carefully constructed to allow them to make connections themselves more organically.
Historical Concepts
Civilisation
A society under governance by a state that has a developed culture, language, writing system and currency.
Society
An organised grouping of individuals in which there is some degree of co-operation, communication, and division of labour.
Invasion
The incoming or spread of something usually harmful, especially an incursion of an armed force for conquest or plunder.
Empire
An extensive territory or territories under single political domination or control.
Monarchy
A form of government in which supreme power is held by one person for life, usually passed on hereditarily.
Innovation
The creation and use of new ideas, technologies or methods.
Textbooks
Anglo-Saxons (September—February)
The Golden Age of Baghdad (March—July)
Year 6
Week 1
Outcome
- To place WW2 on a UK timeline from the Stone Age to the present
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Revision
- Recall BC/BCE and AD/CE
Vocabulary
- Era
- Chronological
- Scale
- Period
- Significance
- Civilians
- Armaments
- Missile
Week 2
Outcome
- To judge whether Britain had to go to War in 1939
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Empire
Skill
- Cause and consequence
Revision
- To recall dates, locations and key facts of WW1
Vocabulary
- Treaty
- Fascism
- Appeasement
- Policy
- Pact
Week 3
Outcome
- To discuss whether it was necessary for children to be evacuated from South Woodford
Aim
- Use abstract historical terms and concepts
Concept
- Invasion
Skill
- Sources and evidence
Revision
- Life for children in Ancient Egypt
Vocabulary
- Evacuee
- Blitz
- Rural
- Billet
- Bombing
Week 4
Outcome
- Local History: To compare life for evacuated and non-evacuated children in Britain during WW2
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Similarity and difference
Revision
- Life of a child in Golden Age Baghdad
Vocabulary
- Voluntary
- Neglect
- Phoney
- Shelter
- Shrapnel
- Rations
Week 5
Outcome
- To understand how rationing worked in Britain
Revision
- To describe what life was like for Ancient Greek citizens
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Cause and consequence
Vocabulary
- Supply route
- Trade
- Overseas
- Hoarding
- Dig for Victory
- Coupon
- Land Army
Week 6
Outcome
- To debate whether Dunkirk was a ‘miracle’
Revision
- To know King Arthur may have been a British warlord who fought the Anglo Saxons
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Historical interpretation
Vocabulary
- Evacuation
- Civilian
- Retreat
- Churchill
- Advance
- Miracle
Week 7
Outcome
- Documentary Challenge: Visit to Imperial War Museum
Week 1
Outcome
- To assess how the Battle of Britain led to the Blitz
Aim
- Organise historical information and apply historical knowledge
Concept
- Empire
Skill
- Cause and consequence
Revision
- To explain why the Romans invaded Britain
Vocabulary
- Career
- Equality
- Conscription
- Demobilise
- Munitions
Week 2
Outcome
- To judge the impact of the Second World War on the role of women in Britain
Aim
- Explain historical connections, contrasts and trends
Concept
- Society
Skill
- Continuity and change
Revision
- To be able to explain rights of Anglo Saxon women
Vocabulary
- Career
- Equality
- Conscription
- Demobilise
- Munitions
Week 3
Outcome
- Local History: To examine the significance of Winston Churchill as a local figure
Aim
- Organise historical information and apply historical knowledge
Concept
- Society
Skill
- Historical significance
Revision
- To recall the reasons to call King Alfred ‘Great’
Vocabulary
- Constituency
- Representative
- Public opinion
- Duty
- Leadership
- Oracy
Week 4
Outcome
- To understand the importance of D-Day as a turning point and a step towards ending WW2
Aim
- Use abstract historical terms and concepts
Concept
- Invasion
Skill
- Cause and consequence
Revision
- To know the first significant Viking raid: Lindisfarne 793CE
Vocabulary
- Liberation
- Normandy landings
- Retreat
- Resistance
- Assault
- Aggressive
Week 5
Outcome
- To know how the war ended and V-E Day celebrations
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Sources and evidence
Revision
- To know what is the Anglo-Saxon chronicle
Vocabulary
- Victory
- Surrender
- Bunker
- Influence
- Retreat
Week 6
Outcome
- To evaluate the importance of Britain’s empire in the war against Germany and Japan
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Empire
Skill
- Historical interpretation
Revision
- To know the role of monasteries in Anglo-Saxon Britain
Vocabulary
- Expansion
- Colony
- Famine
- Sovereign
- Mutual
Week 7
Outcome
- Test Your Skills: WW2
Revision
- To review misconceptions from the assessment
Week 1
Outcome
- To create a timeline of key events in British history from the Roman withdrawal to the Battle of Hastings
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Historical significance
Revision
- To recall reasons the Romans left Britain
Vocabulary
- Settlers
- Raid
- Chronological
- Period
- Invasion
- Viking
- Danelaw
Week 2
Outcome
- To establish who the Vikings were and evaluate why they started coming to Britain
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Invasion
Skill
- Cause and consequence
Revision
- To recall reasons the Anglo-Saxons came to Britain
Vocabulary
- Jarlshof
- Scandinavia
- Lindisfarne
- Colonise
- Monastery
- Archaeology
- Plunder
- Longship
Week 3
Outcome
- To justify the arrival of the Great Heathen Army as a key turning point
Aim
- Organise historical information and apply historical knowledge
Concept
- Invasion
Skill
- Historical interpretation
Revision
- To explain who might King Arthur really have been?
Vocabulary
- Treaty
- Edington
- Danelaw
- Capture
- Jorvik
- Settler
- Heathen
- Turning point
Week 4
Outcome
- To assess whether the Vikings had an empire
Aim
- Explain historical connections, contrasts and trends
Concept
- Empire
Skill
- Similarity and difference
Revision
- To know about the Islamic Empire in the time of the Vikings
Vocabulary
- Greenland
- Baghdad
- Trade
- America
- Unite
- Byzantium
- Ivory
- Amber
Week 5
Outcome
- To assess the significance of the Battle of Brunanburh
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Monarchy
Skill
- Continuity and change
Revision
- Recall how England became one Kingdom
Vocabulary
- Bretwalda
- Gaels
- Strathclyde
- Alliance
- Dublin
Week 6
Outcome
- To examine the role of powerful women in the struggle for the Kingdom of England
Aim
- Use abstract historical terms and concepts
Concept
- Monarchy
Skill
- Similarity and difference
Revision
- To be able to explain the significance of Boudicca
Vocabulary
- Fortify
- Subjugate
- Reign
- Succession
- Norman
Week 1
Outcome
- To examine the role of religion in the struggle for power in England
Vocabulary
- Throne
- Confess
- Mythology
- Baptise
- Superstition
Revision
- How did the Anglo-Saxons become Christian? (Year 5)
Aim
- Use abstract historical terms and concepts
Concept
- Civilisation
Skill
- Continuity and change
Week 2
Outcome
- To judge the extent to which Earl Godwin became ‘king-maker’ after Cnut
Vocabulary
- Impact
- Nation
- Legacy
- Invasion
- Conquest
Revision
- What is the Anglo-Saxon Chronicle? (Year 5)
Aim
- Explain historical connections, contrasts and trends
Concept
- Monarchy
Skill
- Historical significance
Week 3
Outcome
- To order the events leading to William the Conqueror’s successful invasion of England
Vocabulary
- Analyse
- Invasion
- Significance
- Conquest
- Causation
Revision
- To know reasons for the end of the Islamic Empire
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Invasion
Skill
- Cause and consequence
Week 4
Outcome
- To evaluate Viking legacy and the portrayal of Vikings (Essay preparation)
Vocabulary
- Legacy
- Geography
- Political
- Impact
- Mythology
Revision
- To know examples of the legacy of Roman Britain (Year 4)
Aim
- Explain historical connections, contrasts and trends
Concept
- Civilisation
Skill
- Sources and evidence
Week 5
Outcome
- To assess knowledge and understanding of the Vikings
- Test your skills
Revision
- To address misconceptions from the assessment
Week 1
Outcome
- Essay Planning: What does the legacy of the Vikings tell us about them?
Vocabulary
- Legacy
- Evidence
- Raider
- Trader
- Settler
Revision
- Viking legacy
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Historical interpretation
Week 2
Outcome
- Essay: What does the legacy of the Vikings tell us about them?
Vocabulary
- Legacy
- Evidence
- Raider
- Trader
- Settler
Revision
- Viking legacy
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Historical interpretation
Week 3
Outcome
- Essay: What does the legacy of the Vikings tell us about them?
Vocabulary
- Legacy
- Evidence
- Raider
- Trader
- Settler
Revision
- Viking legacy
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Monarchy
Skill
- Historical interpretation
Week 4
Outcome
- To compare early approaches to medicine
Vocabulary
- Imhotep
- Ayurvedic
- Herbal
- Surgery
- Acupuncture
Revision
- Main aspects of Egyptian medicine (Year 3)
Aim
- Organise historical information and apply historical knowledge
Concept
- Civilisation
Skill
- Similarity and difference
Week 5
SATS week
Week 6
Outcome
- To create a timeline of medical developments from Ancient Egypt to the Renaissance
Vocabulary
- Plague
- Physician
- Treatment
- Religious
- Dissection
Revision
- Hippocrates’ key teachings (Year 4)
Aim
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Concept
- Civilisation
Skill
- Similarity and difference
Week 1
Outcome
- To describe key developments in diagnosis
Vocabulary
- Diagnose
- Examination
- Prognosis
- Reputation
- Observation
Revision
- The importance of Galen’s teachings (Year 4)
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Continuity and change
Week 2
Outcome
- To evaluate the impact of the discovery of microbes on curing diseases
Vocabulary
- Microscope
- Microorganism
- Vaccine
- Virus
- Bacteria
Revision
- How Arab doctors passed on ancient ideas (Year 5)
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Innovation
Skill
- Historical significance
Week 3
Rhos y Gwaliau
Week 4
Outcome
- To examine the development of surgery
Vocabulary
- Hygiene
- Barber
- Infection
- Anaesthetic
- Antiseptic
Revision
- To know about Mary Seacole (Key Stage 1)
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Continuity and change
Week 5
Outcome
- To argue how improvements in public health led to reductions in diseases
Vocabulary
- Hygiene
- Prevention
- Contamination
- Epidemics
- Sewage
Revision
- To know about Florence Nightingale (Key Stage 1)
Aim
- Ask historically valid questions, use sources, weigh evidence and appraise arguments
Concept
- Civilisation
Skill
- Cause and consequence
Week 6
Outcome
- To compare older and newer techniques for examining inside the body
Vocabulary
- Examine
- Diagnosis
- Tissue
- Ultrasound
- Radiation
Revision
- To know about Edith Cavell (Key Stage 1)
Aim
- Explain historical connections, contrasts and trends
Concept
- Innovation
Skill
- Similarity and difference
Week 7
Outcome
- Test Your Skills: History of Medicine
Revision
- To review misconceptions from the assessment
World War II
Year 6 starts with an investigation into WW2. Being a London Borough school with a special connection to Winston Churchill (being a Woodford and Wanstead MP), it is useful to capitalise on this perspective by making a significant focus of the topic about South Woodford and the wider London area’s response to the war. Having this close relationship allows children to become more fully invested in our study.
By looking at topics like evacuation and the blitz in the local area, pupils are encouraged to empathize with their counterparts during the war – producing more considered and thoughtful pieces.
In terms of the broader scope of the topic, we start (as with every history topic) a look at timelines to ensure that childrens’ chronological understanding is suitably firm before moving onto more complex issues around cause and consequence of keys events like WW1, the Treaty of Versailles, Great Depression etc. This exposes children to a broad range of vocabulary and ideas that they will have come across before but forces them to exercise them in completely different circumstances. For example, a consideration of how the idea of an ‘empire’ changes or stays the same, as well as the similarities between reasons for war and its likely consequences, in addition to tier 2/3 words such as ‘treaty’.
Accumulation of knowledge is developed alongside ample opportunities to practise historical skills learnt throughout the school, for example evaluating whether the evacuation of Dunkirk was a miracle, to assessing the impact of Churchill on the outcome of the war as well as comparing the leadership styles of Hitler and Churchill.
Vikings
The second part of the year 6 is a study of the Vikings – more specifically their role in the struggle for the Kingdom of England in the last few centuries of the first millennium, culminating in the last Viking invasion of 1066.
The topic begins again with a recap of timelines and chronology, with the pupils being asked to consider global, European and national differences, before a recap in basic Anglo Saxon knowledge.
We revisit ideas like archaeology and again get pupils to practise their historical skills of comparison and reasoning by considering ideas like why the Vikings invaded, as well as why they are portrayed in a certain way, in addition to a revision of how to use historical sources correctly.
The topic follows a broadly chronological structure, analysing and appraising key events like the attack on Lindisfarne, the invasion of the ‘Great Heathen Army’ and the creation of the Danelaw. This is especially useful as a this point in the topic, pupils naturally make comparisons between key historical figures in British history like Alfred the Great and Churchill, as well as Cnut and Ethelred the Unready. Furthermore, when looking at Ethelred and his policies for placating the Viking attacks, children are encourage to see the similarities between him and Neville Chamberlain and the effectiveness of appeasement.
Through out he topic, the learning objectives gradually become more and more considered and appraising, moving beyond the acquisition of knowledge to its active deployment. The topic ends with an evaluation of the impact the Vikings had on the formation of the ‘Kingdom of England’, which will draw upon the wealth of historical knowledge and skills the pupils have been building up since Year 3.
History of Medicine
In Year 6 we finish the year by looking at the history of medicine in Britain. This topic extends pupil’s chronological knowledge beyond 1066 in addition to providing Year 6 with a much more detailed backdrop to what is happening in the world around us. History is always a good subject to provide pupils with ‘cultural capital’ and this topic seeks to do just that.
Medicine, its history and the wide ranging impact this has had on our civilisation are key elements that equip the pupils with a keener understanding of what holds together and guides human development. This allows pupils to draw their own conclusions about the nature of our society, as well as giving pupils a more specific and detailed look at how ideas and practices come into being – an understanding that can be then be adapted to an infinite number of topics. Whilst this thematic approach to British history will be challenging, it has never been more appropriate.
We start by considering what is meant by ‘medicine’, before applying this chronologically – looking at the medieval period followed by the Victorian age. Familiar terms such as ‘cause’ and ‘consequence’ are used when evaluating the Black Death as well as reasoning behind why Victorians held certain beliefs about medicine.
As with the other Year 6 topics, an appraisal of key figures and their ‘impact’ forms a central part of our study, before comparing the importance of different discoveries and time periods. These learning objectives give pupils a further chance to put into practice their reasoning and analytical skills, before culminating in a pupil-led comparison of pandemics from the last 1000 years.
Historical Concepts
Civilisation
A stage of cultural development of a society at which writing and keeping of records is attained as well as a refinement of thought, manners or taste.
Society
An organised grouping of individuals involved in persistent social interaction with some degree of co-operation, communication, and division of labour.
Invasion
An unwelcome intrusion into another’s domain, especially as an incursion by a number of people or things into a place or sphere of activity.
Empire
A major political unit having a territory of great extent or a number of territories or peoples under a single sovereign authority, particularly that of an emperor.
Monarchy
Undivided rule or absolute sovereignty over a state by a single person; usually a hereditary position with life tenure.
Innovation
The practical implementation of ideas that result in the introduction of a new process, method, product, service or solution.
Textbooks
WWII (September—January)
Viking Britain (January—May)
History of Medicine (May—July)